Abstract is missing.
- A process for novice programming using goals and plansMinjie Hu, Michael Winikoff, Stephen Cranefield. 3-12 [doi]
- It's never too early: pair programming in CS1Krissi Wood, Dale Parsons, Joy Gasson, Patricia Haden. 13-21 [doi]
- Distractions in programming environmentsRaina Mason, Graham Cooper. 23-30 [doi]
- Identifying career outcomes as the first step in ICT curricula developmentNicole Herbert, Kristy de Salas, Ian Lewis, Mike Cameron-Jones, Winyu Chinthammit, Julian R. Dermoudy, Leonie Ellis, Matthew Springer. 31-40 [doi]
- Student concerns in introductory programming coursesAngela Carbone, Jason Ceddia, Simon, Daryl J. D'Souza, Raina Mason. 41-50 [doi]
- Stakeholder-led curriculum redesignNicole Herbert, Julian R. Dermoudy, Leonie Ellis, Mike Cameron-Jones, Winyu Chinthammit, Ian Lewis, Kristy de Salas, Matthew Springer. 51-58 [doi]
- Measuring the difficulty of code comprehension tasks using software metricsNadia Kasto, Jacqueline L. Whalley. 59-65 [doi]
- Revisiting models of human conceptualisation in the context of a programming examinationJacqueline L. Whalley, Nadia Kasto. 67-76 [doi]
- A conceptual model for reflecting on expected learning vs. demonstrated student performanceRichard Gluga, Judy Kay, Raymond Lister, Simon, Michael Charleston, James Harland, Donna Teague. 77-86 [doi]
- A qualitative think aloud study of the early neo-piagetian stages of reasoning in novice programmersDonna Teague, Malcolm Corney, Alireza Ahadi, Raymond Lister. 87-95 [doi]
- What vs. how: comparing students' testing and coding skillsColin J. Fidge, Jim Hogan, Raymond Lister. 97-106 [doi]
- Visualisation of learning management system usage for detecting student behaviour patternsThomas Haig, Katrina E. Falkner, Nickolas J. G. Falkner. 107-115 [doi]
- A comparative analysis of results on programming examsJames Harland, Daryl J. D'Souza, Margaret Hamilton. 117-126 [doi]
- Examining student reflections from a constructively aligned introductory programming unitAndrew Cain, Clinton J. Woodward. 127-136 [doi]
- Computational thinking and practice: a generic approach to computing in Danish high schoolsMichael E. Caspersen, Palle Nowack. 137-143 [doi]
- How difficult are exams?: a framework for assessing the complexity of introductory programming examsJudy Sheard, Simon, Angela Carbone, Donald Chinn, Tony Clear, Malcolm Corney, Daryl J. D'Souza, Joel Fenwick, James Harland, Mikko-Jussi Laakso, Donna Teague. 145-154 [doi]
- Integrating source code plagiarism into a virtual learning environment: benefits for students and staffThanh Tri Le Nguyen, Angela Carbone, Judy Sheard, Margot Schuhmacher. 155-164 [doi]